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  • Year 2 Acara

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    The document discusses strategies for teaching English language learners in Year Two. It addresses considerations for writing, vocabulary, and science inquiry. For writing, it suggests providing text structure frameworks and modeling different text types. For vocabulary, it recommends introducing words in context with pictures and dictionaries. For science inquiry, it advises explicitly teaching text types and allowing drawing before speaking to build vocabulary.

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    year-2-acara

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    The document discusses strategies for teaching English language learners in Year Two. It addresses considerations for writing, vocabulary, and science inquiry. For writing, it suggests providing text structure frameworks and modeling different text types. For vocabulary, it recommends introducing words in context with pictures and dictionaries. For science inquiry, it advises explicitly teaching text types and allowing drawing before speaking to build vocabulary.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    Download as docx, pdf, or txt
    25 views2 pages

    Year 2 Acara

    Uploaded by

    api-316970124
    The document discusses strategies for teaching English language learners in Year Two. It addresses considerations for writing, vocabulary, and science inquiry. For writing, it suggests providing text structure frameworks and modeling different text types. For vocabulary, it recommends introducing words in context with pictures and dictionaries. For science inquiry, it advises explicitly teaching text types and allowing drawing before speaking to build vocabulary.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    Download as docx, pdf, or txt
    of 2

    Content

    Description

    Language and
    cultural
    considerations

    Teaching Strategies

    Year Two
    Writing

    Understandthatdifferent
    typesoftextshave
    identifiabletextstructures
    andlanguagefeaturesthat
    helpthetextserveits
    purpose(ACELA1463)

    Textstructuresaresocially
    constructed,andsoarenot
    universal.EAL/Dstudents
    withprintliteracyintheir
    firstlanguagemayhave
    otherexpectationsand
    experiencesofhowatext
    isstructuredandits
    purpose.

    Year Two
    Vocabula
    ry

    Understandtheuseof
    vocabularyaboutfamiliar
    andnewtopics,and
    experimentwithandbegin
    tomakeconsciouschoices
    ofvocabularytosuit
    audienceandpurpose
    (ACELA1470)

    EAL/Dstudentswillnot
    havehadthesame
    extensiveexposureto
    Englishvocabularyas
    otherstudents,northe
    samepriorknowledgeto
    builduponandsospecial
    attentionmustbepaidto
    vocabularydevelopmentin
    theclassroom.

    Year Two
    Science
    Inquiry

    Scienceinquiryskill
    Representand
    communicateobservations
    andideasinavarietyof
    wayssuchasoraland
    writtenlanguage,drawing
    androleplay(ACSIS042)

    Eachcurriculumareauses
    typesofspoken,written
    andvisualtextsthatmay
    notbeencounteredinother
    curriculumareas.For
    example,thescientific
    proceduraltextisdifferent
    fromarecipeoracraft
    proceduraltext.EAL/D
    studentsmaynothavehad
    thesamecumulative
    experiencewiththe
    AustralianCurriculumas

    Providetextstructureframeworks
    withinwhichtowritespecifictypes
    oftexts.
    Usemodeltextstodemonstrateand
    explainthestepsinatypeoftext.
    Engagestudentsinteacherled
    jointconstructionofnewtypesof
    texts.
    Beexplicitabouttherelationship
    betweentextstructureandtext
    purpose.
    Introducenewvocabularyin
    context,usingrealobjects,picture
    booksandwebsites.
    GiveEAL/Dstudentsmultiple
    opportunitiestousenew
    vocabularyinguidedand
    independentcontexts.
    Providewordlistsanddefinitions
    ofchallengingwordspriorto
    tacklingnewtexts.
    Encouragetheuseofjunior
    dictionaries,includingpicture
    dictionaries.
    Encouragepersonaldictionaries
    whereEAL/Dstudentscanwrite
    newwordsinthecontexttheword
    appearedin,itsmeaninginEnglish
    aswellastheirfirstlanguageif
    theycandothis.
    Explicitlyteachthetypesoftexts
    requiredforcarryingoutscientific
    investigations.
    Provideopportunitiestopresentin
    oneononesituationsorsmall
    groups.
    AllowEAL/Dstudentstodraw
    beforespeakingandwriting.This
    providesBeginningandEmerging
    phasestudentswithaconcrete
    referencetoolthattheteacherand
    learnercanusetobuildwritten
    vocabulary.

    otherstudents,andsoit
    cantbeassumedtheywill
    havepriorknowledgeof
    texttypesandpurposes.
    Speakinginfrontofgroups
    ischallengingforsome
    EAL/Dstudents.Theymay
    feeluncomfortableabout
    theiraccent,theaccuracy
    oftheirlanguageorthe
    rangeoftheirvocabulary.

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